Kai kurie lietuvių kalbos ugdymo turinio XI-XII klasėse planavimo aspektai

Abstract

The sequence of lesson planning could look like this: definition of aims (what would I like to achieve?), planning of actions (how can I achieve the aims?), actions (implementation of the plan), assessment of actions (where are the aims to be achieved and what further aims are there?). According to general education plans adopted by the Ministry of Education and Science, during the next two school years of Lithuanian lessons in the 11th and 12th forms, 335 lessons are anticipated (ten lessons per week over two years). The education plan does not specify the number of lessons to be dedicated to teaching language and literature; therefore, the teacher can plan lessons at his / her own discretion. When planning teaching content and selecting teaching material, it is very important to consider the following aspects: 1) if all types of language activity are given sufficient attention; 2) if language and literature are interrelated and if internal relations of the subject are considered when teaching language; 3) if skills described in the standards are developed; 4) if sufficient consideration is given to the learning process and learning strategies; and 5) if assessment is a deliberate and planned part of the process. The aim of the article is to discuss possible methods for planning teaching material in the 11th and 12th forms and to present an example of long-term planning of language lessons. The object of the study-curricula, standards of education, textbooks and pupil's exercise-books. Methods of the study-analytical descriptive, comparison, generalization. In light of the changing educational environment, planning of teaching content is gaining more and more relevance. The attitude towards planning is changing: teachers are advised to use better teaching methods rather than prepare lesson plans depending on the curriculum. The review of educologists' and psychologists' studies revealed two types of planning—traditional and optional. Traditional planning is based on a rational model with the focus on aims and tasks. It is believed that good lesson planning facilitates precise definition of teaching aims, and actions and strategies to achieve these aims, with precise results. Supporters of optional planning tend to explain actions according to their aims. They believe that aims are somewhat different to actions, and any actions that have to be considered when formulating aims tend to be fairly vague; therefore, definitions of aims only make up a comparatively small part of the variety of actions. Thus, priority is given to actions that determine results and aims, and lesson planning performed by teachers is cyclic, not linear. Lately, more and more attention has been focused on planning the topic (cycle, course). Planning of teaching material facilitates planning of the sequence of learning as well as integrated teaching content-all this is very important when trying to avoid overloading. The presentation of material in cycles helps formulate generalized tasks, anticipate the system of learning methods, avoid the use of casual and unrelated methods, and foresee which pupils' skills and values will be developed, what achievements will be assessed and how this will be achieved.